scholarly journals The role of accounting in transforming public tertiary institutions in New Zealand

2018 ◽  
Vol 31 (2) ◽  
pp. 503-530 ◽  
Author(s):  
Anil Narayan ◽  
John Stittle
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Managerial Control ◽  
Educational Management ◽  
Content Type ◽  
Tertiary Institutions ◽  
Study Approach ◽  
Multiple Data ◽  
Inherent Nature ◽  
Government Reforms

Purpose The purpose of this paper is to identify and evaluate the role and influence played by the discipline of accounting through its association with the multiple logics of government reforms to transform the public tertiary education sector in New Zealand. Design/methodology/approach The study adopts a case study approach utilising multiple data collection methods. Neo-institutional theory provides an insightful complement to neo-liberalism and enhances the understanding of institutional logics driving government reforms and the transformation of public tertiary institutions. Findings The findings reveal that accounting has become a powerful conduit for the exercise of the neo-liberalism reforms by government and implemented by managerial control over public tertiary education institutions. Research limitations/implications By addressing a gap in the literature, the paper shows how political and economic neo-liberal policies have been implemented in tertiary education with the discipline of accounting being adopted as a prime driver of these reforms. The paper has significant implications for educational management, academics and learners in understanding how and why the inherent nature, objectives and processes of the overall educational experience have undergone a radical reformation. Originality/value New Zealand is one of the first countries to implement these educational reforms and adopted “accounting technologies” to reduce costs and improve performance. But the reality has often been very different. Most of the government’s original objectives have not been fulfilled and the reforms have been costly for the academic profession. This paper provides a valuable source of learning for academics, managers and politicians.

Experiences of Implementing a Large-Scale Blended, Flipped Learning Project

2018 ◽  
pp. 3839-3849
Author(s):  
Hazel Owen ◽  
Nicola Dunham
Keyword(s):  
New Zealand ◽  
Large Scale ◽  
Tertiary Education ◽  
Health Science ◽  
Flipped Learning ◽  
Tertiary Institution ◽  
Tertiary Institutions ◽  
Post Secondary ◽  
Aotearoa New Zealand ◽  
Personal Reflections

In the context of ongoing global adoption of all forms of technology eLearning has continued to evolve, informed by a growing body of research. Many schools, tertiary institutions, and other organisations, are implementing a variety of eLearning initiatives, although, frequently it appears the investment does not always equate to more engaged, knowledgeable, skilled learners. Tertiary education in Aotearoa, New Zealand covers all post-secondary education and is analogous to the term Higher Education in other countries. This chapter draws on the implementation of a large-scale blended, flipped learning project at a tertiary institution in Aotearoa, New Zealand. The project (within the Health Science faculty) was driven by a desire to improve student learning experiences, and develop a common semester with a suite of interdisciplinary postgraduate qualifications. The discussion is based on personal reflections, which provide different perspectives of the initial phases, from three participants in the associated study (two of whom are also the authors of this chapter). During the project two key prevalences were observed. The first was an ingrained set of beliefs, often unquestioned, that shaped overall expectations of what an eLearning experience might comprise. Interpretations and implications are discussed using the lens of mindsets to illustrate how beliefs of ‘self' fundamentally influence a person's ability to embrace - and thrive in - a period of change. The second prevalence was a familiarity with large-scale, ‘monolithic' eLearning developments, which translated into discomfort with an agile approach. The overall aim of this chapter is to provide sufficient detail to draw educators and administrators together to apply the recommendations offered, while providing support for 'change agents' - as well as those ambivalent about reform. The authors are keen to highlight how ultimately rewarding, but also emotionally and physically demanding, the implementation of reform can be for those educators on 'the front lines'.

Cost comparison of seismic damage resisting systems for modules in multi-storey buildings

2019 ◽  
Vol 17 (2) ◽  
pp. 330-346
Author(s):  
Danielle Ashcroft ◽  
Temitope Egbelakin ◽  
John Jing ◽  
Eziaku Onyeizu Rasheed
Keyword(s):  
New Zealand ◽  
Modular Design ◽  
Base Isolation ◽  
Seismic Damage ◽  
Economic Feasibility ◽  
Cost Comparison ◽  
Economic Viability ◽  
Friction Damper ◽  
Content Type ◽  
Study Approach

Purpose The purpose of this paper is to examine the economic viability of a new and innovative seismic damage resisting system (SDRS) device by conducting a feasibility study. The SDRS device has been patented and specifically designed to be implemented in multi-storey modular buildings in seismic regions such as New Zealand. Design/methodology/approach Using a case study approach, two sample modular multi-storey buildings were purposively selected for the study. A cost-comparison analysis was conducted using the SDRS device in the two buildings, by carrying out a measure and price exercise of the construction elements. Findings The research results showed that the SDRS device is an economically viable option for mitigating seismic damage in modular multi-storey buildings in New Zealand. There is an average of 7.34 per cent of cost reduction when SDRS is used in modular multi-storey buildings when compared to other seismic resistance systems such as base isolation, moment resisting frames and friction damper systems. Practical implications The economic viability of the SDRS presents an opportunity for its usage in modular design and construction of multi-storey buildings. SDRS system is also applicable to other building typologies and construction methods. The use of SDRS also aligns with the current national objective to provide more affordable and resilient housing within a limited time; the opportunity is considered significant in New Zealand, including for export and manufacturing. Originality/value The confirmation of the SDRS device’s economic feasibility is the original contribution of the authors.

New Zealand education retooling needs long-term push

2018 ◽  
Keyword(s):  
New Zealand ◽  
Education Reform ◽  
Education System ◽  
Foreign Students ◽  
Tertiary Education ◽  
Teacher Shortages ◽  
Content Type ◽  
Reform Plan ◽  
International Comparative

Subject Education and skills policy in New Zealand. Significance Teacher unrest including strikes, the next possible tranche in February 2019, have added urgency to the government's education system revamp for pre-school to universities to ready students for a changing workplace that is demanding different skillsets. Impacts Teacher shortages will make it harder to tackle falls in children's international comparative achievement rankings. Fewer foreign students will mean compounding tertiary education funding shortfalls. The government's education reform plan implies substantial funding increases, posing fiscal issues for the early 2020s.

Creation of firm performance through resource orchestration: the case of ÜLKER

2015 ◽  
Vol 25 (2) ◽  
pp. 179-204 ◽  
Author(s):  
Rifat Kamasak
Keyword(s):  
Firm Performance ◽  
Large Scale ◽  
Quantitative Methods ◽  
Business Processes ◽  
Empirical Studies ◽  
Complex Nature ◽  
Content Type ◽  
Study Approach ◽  
Multiple Data

Purpose – This study aims to investigate the complex interaction of different resource sets and capabilities in the process of performance creation within the context of resource-based theory. Design/methodology/approach – An inductive case study approach that included multiple data collection methods such as in-depth interviews, observation and documentation was utilized. Findings – Organizational culture, reputational assets, human capital, business processes and networking capabilities were found as the most important determinants of firm performance within the context of Ülker case study. Originality/value – Although large-scale empirical studies can be used to explore the direct resource–performance relationship, these quantitative methods bypass the complex and embedded nature of intangibles and provide only a limited understanding of why some resources are identified as strategic but others are not, what their roles are, and how these resources are converted into positions of competitive advantage. However, understanding of complex nature of resources that are embedded in organizations designates the need for more fieldwork-based qualitative studies. This study aims to address this gap by providing a thorough understanding about the managerial and organizational processes through which the resources become valuable.

scholarly journals Creativity and innovation in science and technology

2015 ◽  
Vol 29 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Yashwantrao Ramma ◽  
Martin Samy ◽  
Ajit Gopee
Keyword(s):  
Technology Education ◽  
Tertiary Education ◽  
Science And Technology ◽  
Small Sample ◽  
Content Type ◽  
Study Approach ◽  
Science And Technology Education ◽  
Technological Advances ◽  
The Impact ◽  
Creativity And Innovation

Purpose – This paper stems from a study which was conducted as a means to first, find out whether there is a gap between the secondary and tertiary education levels, second identify any existing gap in Science and Technology education, and third, examine the impact of the above upon students’ creativity and innovativeness at university level. The paper aims to discuss these issues. Design/methodology/approach – As such, a group of teachers and students at both secondary and tertiary levels were selected as the sample of the study. Questionnaires were administered to trained secondary school teachers and to university students. Interviews were also conducted to triangulate data. These enabled an analysis of the current situation in terms of students’ engagement/creativity/innovativeness in Science and Technology at secondary and tertiary levels. Findings – The findings reveal a problematic situation arising with respect to beliefs and what truly prevails in the education sector at secondary and tertiary levels. This study has revealed a number of salient issues related to the gap existing between the secondary and tertiary levels of education in Mauritius, with special bearing on creativity and innovation in Science and Technology. Research limitations/implications – Only three institutions were involved, with a small sample of students, so that the findings cannot be generalised. Moreover, gender is a variable that has not been taken into consideration. Practical implications – The study has proposed a number of recommendations to enable Mauritian students (at secondary and tertiary levels) to develop creativity and hopefully become innovators. This leads us to believe that the recommendations emerging from this study will be beneficial to various stakeholders who wish to understand the gap existing between secondary and tertiary education in Science and Technology education. Originality/value – This study takes a case study approach adopting a mixture of interviews, surveys and observations to understand the research problems with regards to the younger generations need to be equipped with scientific and technological advances in acquiring knowledge, new sets of skills and values. Therefore, this study endeavours to document the perceptions of learners and faculty staff.

scholarly journals The Ownership, Governance and Accountability of Tertiary Institutions in New Zealand

1996 ◽  
Author(s):  
Jonathan Boston
Keyword(s):  
New Zealand ◽  
Public Interest ◽  
Financial Management ◽  
Tertiary Education ◽  
New Governance ◽  
Labour Government ◽  
Tertiary Institutions ◽  
Public Resources ◽  
Vested Interests ◽  
The Subject

Significant changes have been made since the late 1980s to the funding, governance, and accountability of New Zealand’s public tertiary education institutions (TEIs). The new governance framework, which was introduced by the fourth Labour government in 1990, has been the subject of numerous criticisms. According to the government’s departmental advisers on tertiary education, the new regime exposes the Crown to significant ownership risks, provides insufficient incentives for sound financial management, gives too much power to vested interests, unduly limits the government’s capacity to intervene in the wider public interest, and leaves TEIs insufficiently accountable for their use of public resources. This article examines the merits of these criticisms, and assesses the various proposals for reform.

Tertiary Learning Advisors in Aotearoa/New Zealand (Part 2): Acknowledging our contribution

2018 ◽  
Vol 3 (Special Issue) ◽  
pp. 25-43
Author(s):  
Caitriona Cameron
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Professional Status ◽  
Highly Qualified ◽  
Tertiary Institutions ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Education Environment ◽  
Career Opportunities ◽  
Professional Profile

Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction

Tertiary Learning Advisors in Aotearoa/New Zealand: Part One: Building a Profile of Our Profession

2018 ◽  
Vol 3 (Special Issue) ◽  
pp. 1-24
Author(s):  
Caitriona Cameron
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Professional Status ◽  
Highly Qualified ◽  
Tertiary Institutions ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Education Environment ◽  
Career Opportunities ◽  
Professional Profile

Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction

SCM competencies in construction: issues and challenges in New Zealand

2015 ◽  
Vol 13 (4) ◽  
pp. 522-538 ◽  
Author(s):  
J. Fei Ying ◽  
John Tookey ◽  
Johannes Roberti
Keyword(s):  
Supply Chain ◽  
New Zealand ◽  
Supply Chain Management ◽  
Construction Industry ◽  
Central Business District ◽  
Skills Training ◽  
Chain Management ◽  
Content Type ◽  
Study Approach

Purpose – The purpose of this paper is to understand the nature and extent of current practice of construction supply chain management (CSCM) in the New Zealand (NZ) construction industry; consequently, to examine the challenges and issues that the industry is confronted in implementing an efficient CSCM. The construction industry, which contributes around 5 per cent to gross domestic product, is a vitally important industry in NZ. With over 50,000 businesses, the construction industry is the third largest industry by business count in NZ’s economy (Statistics New Zealand, 2009). Although it is widely accepted that productivity can be improved by adoption of effective supply chain management (SCM), no studies have investigated this at the tactical level in the NZ context. Design/methodology/approach – A case study approach is used for probing SCM practice on a NZ$75-million commercial project located in Auckland Central Business District. The supply chain network of the principal ground works and superstructure construction stages was studied. Findings – The key findings of the case study suggest that the flow of materials remains the main focus of CSCM practice. It was found that essential skills training for CSCM was extremely limited and largely ill-defined in terms of its nature and content. Finally, it was identified that as the NZ construction industry moves towards a significantly more collaborative framework, the efficacy of CSCM operations is expected to substantially improve. However, this last point did not negate the requirement to expand and improve skills training in CSCM. Originality/value – The results of the case study present that our best industry proponents are inadequate in their knowledge of CSCM as a result of education and training. This is a key issue that needs to be addressed through education at all levels. Similarly, they have virtually nil capability with logistics and the efficiency of transportation as a result of standard contractual costing procedures. Until the SCM/logistics knowledge gap is recognised and addressed, the improvements in logistics and, therefore, SCM will not occur in the NZ construction industry. That said, the findings related to partnering and collaborative thinking in NZ are encouraging. NZ has these elements largely in place already and a willingness to engage, particularly in alliances, in the future. It remains to be seen whether there will be sufficient energy expended in NZ by the leading players to create effective partnering and alliancing through improving SCM and logistics competencies.

scholarly journals Implementation of the LPS using an excel spreadsheet

2017 ◽  
Vol 17 (3) ◽  
pp. 324-339 ◽  
Author(s):  
Fahimeh Zaeri ◽  
James Olabode Bamidele Rotimi ◽  
M. Reza Hosseini ◽  
Jeff Cox
Keyword(s):  
New Zealand ◽  
Data Sets ◽  
Extensive Literature ◽  
Content Type ◽  
Excel Spreadsheet ◽  
Implementation Challenges ◽  
Study Approach ◽  
Body Of Knowledge ◽  
Last Planner System ◽  
Last Planner

Purpose The purpose of this paper is to investigate the implementation challenges of one of lean construction’s recent tools, the last planner system (LPS), by exploring issues in the New Zealand construction sector to identify potential areas for improvement. To achieve this aim, the study formulated two objectives: to present the challenges in LPS use and to explore solutions by using an Excel spreadsheet for facilitating LPS applications. Design/methodology/approach The study drew primarily upon a case study approach. A fieldwork study and document analysis of a New Zealand construction project were conducted with an extensive literature review undertaken on the LPS concept. Findings The findings revealed that although an automated spreadsheet could be a simple and inexpensive option for using the LPS, data collection, storage and transfer into the spreadsheet could significantly influence the reliability of the LPS outcomes. Most data utilisation challenges were found to occur around the three data sets included in the weekly work plan (WWP). The study presented several automation solutions which had been applied to overcome data utilisation challenges. Originality/value Among the first of its kind in the construction industry, this study, with its first-hand account of an organisation which uses the lean paradigm, provides an in-depth insight into LPS tool implementation. The study extends the current body of knowledge by unearthing the challenges of LPS integration into construction activities and presenting efforts undertaken in a construction case project to overcome relevant issues. This adds value by enhancing the reliability of the LPS and, consequently, the effectiveness of its implementation in practical terms.

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